Consonant: the letters of the alphabet that are not vowels.
Blends: two consonants that stand together but still keep their individual sounds; must be able to come at the first of a word: plant, trip.
Diphthongs: two vowels together that create a new sound: like ou in out, oi in oil.
Consonant Digraphs: two consonants that stand together that create a new sound: ch in chip, sh in shop.
Vowel Digraphs: two vowels that come together and have one vowel sound
Decoding: reading; breaking a whole word down into parts.
Encoding: spelling; placing letters/sounds together to form words.
Vowel: a, e, i, o, u, and sometimes w and y.
Long vowel: the sound of the vowel in which the vowel says its name: ā in ape, ē in eel, ī in ice, ō in oak, ū in use.
Short vowel: the short sound of the vowel: ă as in cat, ĕ in beg, ŏ in dog, ŭ in fun, ĭ in win.
Phonemes: the sounds that letters make.
Graphemes: A written representation of a sound using one or more letters.
Phonics: understanding that there is a predictable relationship between the phonemes (sounds) with the graphemes (letters) that represent them.
Phonemic awareness: The ability to manipulate the sounds in words orally.
Phonological awareness: the ability to identify and match phonemes with their written equivalent
Multi-sensory: being taught in a way that provides experiences using visual (seeing), auditory (hearing), kinesthetic (body movement), and tactile (touching) learning pathways simultaneously.
Systematic: one skill building upon another; works in an order that makes sense.
Explicit: explained clearly and in detail.
Affixes: a form added to the beginning, middle, or end of another word that creates a derivative word or inflection
Prefix: a letter or combination of letters that are located in front of base words that change the meaning of the base word
Base word: (also called root word) the main word, to which prefixes and suffixes are added.
Suffix: a letter or group of letters that come after the base word and change the meaning of the word.
References Gunning, T. G. (2010). Assessing and correcting reading and writing difficulties. Boston: Pearson Education Inc.
Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998, March/April). An evaluation of the dyslexia training program: A multisensory method for promoting reading in students with reading disabilities. Journal of learning disabilities, 31(2), 140-147.
The International Dyslexia Association. (2000). Fact Sheets on Dyslexia and related language based learning differences. Retrieved February 20, 2012, from The International Dyslexia Association: http:www.interdys.org/factsheets.html
Thomson, M. E. (1998). Dyslexia: A teaching handbook. Whurr.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Pearson Education Inc.
Gunning, T. G. (2010). Assessing and correcting reading and writing difficulties. Boston: Pearson Education Inc.
Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998, March/April). An evaluation of the dyslexia training program: A multisensory method for promoting reading in students with reading disabilities. Journal of learning disabilities, 31(2), 140-147.
The International Dyslexia Association. (2000). Fact Sheets on Dyslexia and related language based learning differences. Retrieved February 20, 2012, from The International Dyslexia Association: http:www.interdys.org/factsheets.html
Thomson, M. E. (1998). Dyslexia: A teaching handbook. Whurr.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boston: Pearson Education Inc.